2022 Issue №3

The article discusses the specifics of connection between codependency and young women’s understanding of abusive, romantic and marital relationships and clarifies the specific judgments about violent behavior in partnerships among women with high codependency. The study relies on 110 responses from women aged from 19 to 30. The free associations methods, the scale of codependency of B. K. Weinhold and J. B. Weinhold, the questionnaire of interpersonal relations of W. Schutz, the author’s semi-structured interview in the context of problematic situations are the methodology background of the work. Superficial representations about abusive relationships are revealed, the peripheral zone of which includes associations of “dependence and fusion”; infantile representations about romantic relationships; controversial representations about marital relations. The higher the codependency, the stronger the demands on the partner to make decisions and take responsibility of the codependent woman, the more demands for a less critical attitude towards themselves and more demands from the partner to maintain unreasonably deep emotional relationships. Respondents with high codependency do not seek to start new relationships, expecting initiative from the others, while they themselves avoid open contact. The significance of the connection was assessed with Spearman’s rank correlation.

The review of the subject field of research and publications in the field of music education for the blind and visually impaired presented in the t national database- aims to establish the boundaries of the subject field and identify gaps in this area of educational research through multi-stage electronic search based on keywords, manual search in journals, conference proceedings and dissertations for the period from 2010 to 2022. The research activity in this field tends to become more dynamic, and the priority of research interest in the problems of general music education for visually impaired children is identified. The main thematic areas are shown: methodological support for teaching music to the blind and visually impaired in professional and pre-professional education; general music education of visually impaired children in Russia and abroad; the influence of musical activity on the development of blind and visually impaired children, etc. The study reveals a gap in research and publications on methodological support for teaching music to the blind and visually impaired in the system of supplementary education, as well as music teacher training for visually impaired children outside special education institutions.